
Why now is a good time to rethink the purpose of ECE
Professor Linda Mitchell and her colleagues surveyed 156 managers from Early Childhood Education (ECE) providers on the initial impact of the Covid-19 pandemic.
Professor Linda Mitchell and her colleagues surveyed 156 managers from Early Childhood Education (ECE) providers on the initial impact of the Covid-19 pandemic.
Dr Carmen Dalli reflects on the positives for the early childhood sector as we head toward the end of Level 2.
Parents experienced a mix of emotions when their children returned to schools and centres at the end of Alert Level 3. There was relief at the resumption of some sort of normality, but there was also anxiety. For the parents of young children in particular, there was concern about how tamariki would re-transition into early childhood education.
Two kindergartens share their stories of transition with AKO.
Karanga Mai Early Learning Centre in Kaiapoi, north of Christchurch, is located on the grounds of Kaiapoi High School. A suspected case at the high school meant they had to go into lockdown two days before the rest of the country. Tumuaki of the centre, Jacinta McInerney, talks to Sara Shirazi about how they’re supporting the specific needs of their community.
Oral language learning in early childhood is critical to success in later life. But how well do we do it in New Zealand?
The landscape of Deaf education in New Zealand has changed a lot over the last 20 years. We look at the options now available to deaf children who are starting primary school.
School principals from around the country explain how strong communities of staff bring crucial benefits for children and whānau, from South Auckland to Southland.
The importance of whānau and community doesn’t lessen just because a child starts school, but it can be hard for educators to maintain these strong connections once a child leaves early childhood education. Jane Blaikie and Jane Arthur talk to educators across the country about the challenges they face when trying to build bridges between the child and their community.
Children do not exist in isolation; their lives are embedded in families, communities and societies. Nested within these communities are the schools and early childhood education (ECE) services children attend.
Inclusivity in ECE is increasingly seen as an opportunity to improve teaching practices and engage children’s learning.